The technology curriculum will be organized around the basic and advanced technology skills / ideas / information students will be required to master for each grade level. It will be divided into the following strands: 1) Terminology Basics, 2) Vocabulary; 3) Skills (ie point and click, copy, paste, etc), and; 4) Projects and 5) Research / Information Literacy, and 6) Ethics.
National Technology Standards (NETS):
1.Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes.
a. apply existing knowledge to generate new ideas, products or processes.
b. create original works as a means of personal or group expression.
c. use models and simulations to explore complex systems and issues.
d. identify trends and forecast possibilities.
2. Communication and Collaboration
Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students:
a. interact, collaborate, and publish with peers, experts or others employing a variety of digital envrironments and media.
b. communicate information and ideas effectively to multiple audiences using a variety of media and formats.
c. develop cultural understanding and global awareness by engaging with learners of other cultures.
d. contribute to project teams to produce original works or solve problems.
3. Research and Information Fluency
Students apply digital tools to gather, evaluate, and use information. Students:
a. plan strategies to guide inquiry
b. locate, organize, evaluate, synthesize, and ethically use information from a variety of sources and media.
c. evaluate and select information sources and digital tools based on the appropriateness to specific tasks.
d. process data and report results.
4. Critical Thinking, Problem Solving, and Decision Making
Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students:
a. identify and define authentic problems and significant questions for investigation.
b. plan and manage activities to develop a solution or complete a project.
c. collect and analyze data to identify solutions and/or make informed decisions.
d. use multiple processes and diverse perspectives to explore alternative solutions.
5. Digital Citizenship
Students understand human, cultural, and societal issues related to technology and practice and legal and ethical behavior. Students:
a. advocate and practice safe, legal, and responsible use of information and technology.
b. exhibit a positive attitude toward using technology that supports collaboration, learning and productivity.
c. demonstrate personal responsibility for lifelong learning.
d. exhibit leadership for digital citizenship.
6. Technology Operations and Concepts
Students demonstrate a sound understanding of technology concepts, systems, and operations. Students:
a. understand and use technology systems.
b. select and use applications effectively and productively.
c. troubleshoot systems and applications.
d. transfer current knowledge to learning of new technologies.
Integrated NETS Curriculum 4/5
1. Technology Basics
NETS
Specific Skills / Notes
Understand and comply with school AUP (Acceptable Use Policy)
5
Each student has a signed copy
of the AUP on file.
Learn how to trouble-shoot problems with computer before asking for help.(Problem Solving and Critical Thinking)
4,6
Check cords. Plugged in?
Internet Connection? Check 'fan'
Restart w teacher's permission
Develop a positive disposition towards being a 21st century learner and develop skills to
use technology to ENHANCE understanding, CONSUME information efficiently and CREATE
content.
1,5,6
2. Technology Vocabulary (Spiraling)
xxxx
NETS:
Specific Skills / Notes:
Bookmark
Boot
Burn
Byte, Megabyte,
Citation
Drop Down
Folder
GIF / JPG
GPS
Hacker
Hardcopy
Hardware vs software
Jumpdrive
Keyword Search
Kilobyte
Menu Bar
Netiquette
Pinch
Platform
Refresh
Search Engine
Search Terms
Spreadsheet
Swipe
Title Bar
Wi-fi
Widget
Window
6
3. Technology Skills (Spiraling):
NETS:
Specific Skills / Notes
A. Keyboarding:
Begin some formatting skills
Insert a picture into a Word doc
See Keyboarding document
Attain 20 - 25 WPM typing speed
6
B. Understand file maintenance for naming and saving documents – rename documents
6
C. Can find documents on computer / network
6
D. Can create a new folder / rename a folder
6
E. Start, restart and correctly shut down the computer
6
F. Open, close and exit programs correctly
6
G. Basic Keyboard shortcuts
6
H. Interact with teacher created lessons using SMART board and/or Smart Response.
6
4. Technology Projects
NETS:
Specific skills / Note
Participate in a class project using a Web 2.0 Tool (or hardware-based application) that is used to communicate comprehension of a content-based curriculum unit.
Publish the results of using a Web 2.0 Tool on a wiki page
1,2,3
Collaborate with classmates on a project
Create content to add to whole-class project
Use Kid Pix to communicate information / data or knowledge about a content-based curriculum unit. Concepts and skills identified / practiced from this project are noted in the right column.
1
Open / launch application
Create a text box
Enter text
Use drawing tools
Cut and paste text
Change size of font
Change text color
Save document
Print
Export image as a jpg (3rd)
Participate in creating a class graph using online graphing software (Graph Club software or Create-a-Graph online web tool)
3
Open / launch application
Interact with graphing software
Create and interact with a simple spreadsheet. Use basic formulas to add, subtract and multiply. Graph data for PE or other activity. Consider using data from PE or create online class directory using Google Docs of books read and provide review. Or graph data collected in science or other content area.
1,2,3,4
Cell
Formula
Data
Graph results
Participate in a creating a graphic organizer (Kidspiration / Inspiration) or an online tool like Dabble or Webspiration) to plan, brainstorm, organize an activity, show relationships between objects, information or re-telling of story.
1,2,3
Bubbles / ideas
‘connect’ or ‘link’ bubbles or ideas
Use handles to make bubbles bigger smaller
Participate in creating and PUBLISHING a class book or slideshow. Students collaborate and communicate comprehension of topic or unit of study. Use iPhoto, iMovie or GarageBand or online Web 2.0 Tool like Mixbook, or SlideShare.
1,2
Begin interacting with a classroom or school wiki. Learn to manage username and password and learn wiki basics:
Edit a wiki page
Save a wiki page
Change / edit font color
Insert an image
Use ‘Discussion’ Tab
Create own wiki page and enter content
Collaborate with others
1,2,4
Develop Webquest project to use / Instruct how to use the Internet to search for information.
Search terms
Search engines
Websites
How to find information at a site
Evaluate a website
Find information about a topic
Applications for this gradelevel:
4th:
Inspiration (initial experience)
Photobooth (initial experience
Excel (intermediate)
iPhoto (intermediate)
Keyboarding (intermediate)
PowerPoint (proficient)
Word (proficient)
5th:
GarageBand (initial experience
iMovie (initial experience)
Google Apps (initial experience)
Inspiration (intermediate)
Photobooth (intermediate)
Excel (proficient)
iPhoto (proficient)
5. Research / Information Literacy
a. Respect copyright / intellectual property rights of creators and producers (begin discussion of attribution) b. Define format for attribution of sources for students using library books, fiction / nonfiction, internet images, websites, etc. (Follow ethical and legal guidelines in gathering and using information) c. Discuss Creative Commons as a new way (compared to standard copyright laws) for authors to share and distribute their work d. Question the validity of all information on the internet e. How to Search
Evaluate different search engine
Key Word Search
Internet Scavenger Hunt to use key word searching
f. Website Evaluation (Evaluate information found in selected sources on the basis of accuracy, validity, appropriateness for needs, importance, and social and cultural context):* Who is the author?
What is the date of the content?
When was the site created?
Is it reliable?
Is it accurate?
What is the difference between a .com, .edu, .gov,
NETS:
3,4,5
Specific Skills / Notes: Discuss attirbution (author-ship) for images / videos / websites used in the classroom for lessons and units.
6. Ethics / CyberSmart Curriculum
CyberSmart! fosters 21st century skills to increase student engagement and prepare students to achieve in today's digital society. The lessons which cover two grade levels are posted below as PDF's. Depending on the content, the individual CyberSmart lessons should be presented to students by the classroom teacher, the library media specialist, the technology teacher, the guidance counselor or a combination of all of them.
For more detailed information and additional instructional information go to: http://cybersmartcurriculum.org/lessonsbygrade/4-5/
Fifth Grade Web 2.0 21st Century Learning Project Ideas:
Web 2.0 Tools (Web 2.0 tools focus on teaching/using 21st Century Skills)
(Choose a project idea below or find other ideas and information at the "21st Century Learning Tools" page link on the left).
Q1
Q2
Q3
Q4
Vocabulary / Current Events Idea. Use this online interactive news map: http://newsmap.jp/
to find "vocabulary" words in the news. Have kids practice getting a picture from the site to represent the word, define the word and show how it is used in the current event.
Fifth Grade Technology / 21st Century Learning Curriculum Page
(to go to another grade level page click on the number below:)Table of Contents
21st Century Learning Curriculum Outline
The technology curriculum will be organized around the basic and advanced technology skills / ideas / information students will be required to master for each grade level. It will be divided into the following strands: 1) Terminology Basics, 2) Vocabulary; 3) Skills (ie point and click, copy, paste, etc), and; 4) Projects and 5) Research / Information Literacy, and 6) Ethics.
National Technology Standards (NETS):
1. Creativity and InnovationStudents demonstrate creative thinking, construct knowledge, and develop innovative products and processes.
- a. apply existing knowledge to generate new ideas, products or processes.
- b. create original works as a means of personal or group expression.
- c. use models and simulations to explore complex systems and issues.
- d. identify trends and forecast possibilities.
2. Communication and CollaborationStudents use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students:
3. Research and Information Fluency
Students apply digital tools to gather, evaluate, and use information. Students:
4. Critical Thinking, Problem Solving, and Decision Making
Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students:
5. Digital Citizenship
Students understand human, cultural, and societal issues related to technology and practice and legal and ethical behavior. Students:
6. Technology Operations and Concepts
Students demonstrate a sound understanding of technology concepts, systems, and operations. Students:
Integrated NETS Curriculum 4/5
1. Technology Basics
of the AUP on file.
- Develop a positive disposition towards being a 21st century learner and develop skills to
use technology to ENHANCE understanding, CONSUME information efficiently and CREATEcontent.
2. Technology Vocabulary (Spiraling)
3. Technology Skills (Spiraling):
Attain 20 - 25 WPM typing speed
4. Technology Projects
- Cell
- Formula
- Data
Graph results5. Research / Information Literacy
b. Define format for attribution of sources for students using library books, fiction / nonfiction, internet images, websites, etc. (Follow ethical and legal guidelines in gathering and using information)
c. Discuss Creative Commons as a new way (compared to standard copyright laws) for authors to share and distribute their work
d. Question the validity of all information on the internet
e. How to Search
- Evaluate different search engine
- Key Word Search
- Internet Scavenger Hunt to use key word searching
f. Website Evaluation (Evaluate information found in selected sources on the basis of accuracy, validity, appropriateness for needs, importance, and social and cultural context):* Who is the author?3,4,5
6. Ethics / CyberSmart Curriculum
CyberSmart! fosters 21st century skills to increase student engagement and prepare students to achieve in today's digital society. The lessons which cover two grade levels are posted below as PDF's. Depending on the content, the individual CyberSmart lessons should be presented to students by the classroom teacher, the library media specialist, the technology teacher, the guidance counselor or a combination of all of them.For more detailed information and additional instructional information go to: http://cybersmartcurriculum.org/lessonsbygrade/4-5/
(Authentic Learning and Creativiey)
(Research and Information Fluency)
(21st Century Challenges)
Fifth Grade Web 2.0 21st Century Learning Project Ideas:
Web 2.0 Tools (Web 2.0 tools focus on teaching/using 21st Century Skills)
(Choose a project idea below or find other ideas and information at the "21st Century Learning Tools" page link on the left).
Use this online interactive news map:
http://newsmap.jp/
to find "vocabulary" words in the news. Have kids practice getting a picture from the site to represent the word, define the word and show how it is used in the current event.
(Links Science and PE and great for spreadsheet data - compare at different times of year)
http://etc.usf.edu/plans/lessons/lp/lp0042
Also do Book Reports using PowerPoint, or create a slide show in iPhoto.
Students create animated drawings to tell a story (beginning, middle and end).
http://etc.usf.edu/plans/lessons/lp/lp0055l2.htm
Whodunit? Solve a mystery using Fingerprints and other science tools. Also for 6-8.
handout available.
http://etc.usf.edu/plans/lessons/lp/lp0039.htm
http://www97.intel.com/en/ProjectDesign/UnitPlanIndex/FractionsMadeVisual/
Students learn about weather patterns and television production and create a mock weather forecast.
http://etc.usf.edu/plans/lessons/lp/lp0087.htm
Prior to a field trip teachers set up a scavenger hunt to preview
the trip to students
http://etc.usf.edu/plans/lessons/lp/lp0062l2.htm
http://www97.intel.com/en/ProjectDesign/UnitPlanIndex/InventAMachine/
add search cube, voki, newsmap, animoto
place spotting game for 5th geography - create a game like: http://www.placespotting.com/
add to 4th or 5th for google earth project: http://projectsbyjen.ning.com/group/theplaceswewillgoexport an image / import / upload / control-click / import a picture/ using the bookmarks / create a picture / stickiesinitial project:
create a wordle about your self dreams / career? likes / dislikes iphoto / picture book about nonfiction topic...
6th - 8th nonfiction - content area book using a digital scrapbook